Predicting Student Retention in Teacher Education Programs.Report as inadecuate

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This paper describes the preliminary results from a longitudinal study of student teacher attrition and retention. The sample consisted of 316 students in an initial course in teacher education. Data collection included the following: high school grade point ratio (GPR); SAT scores; other demographic information, such as education of father and mother; and scores on McCarthy's Learning Type Measure (LTM), which reports four learning styles or types. Multiple regression analysis revealed four significant variables that predicted spring GPR in descending order: (1) SAT-V score; (2) high school GPR; (3) level of father's education; and (4) thinking/reflection score on the LTM. The paper discusses implications for college retention based on these data. Programs should be more closely tailored to the needs of particular subgroups. Students with lower SAT-V scores may need assistance in study skills and areas of academic instruction. First-generation college students require a different form of assistance, such as special advising sessions to discuss unfamiliar processes. Students with varied learning styles may perform better when instruction matches their preferred learning styles. (Contains 23 references.) (Author/SM)

Descriptors: Academic Persistence, Cognitive Style, Elementary Secondary Education, Grade Point Average, Higher Education, Prediction, Preservice Teacher Education, School Holding Power, Scores, Student Teachers

Author: Vare, Jonatha W.; Dewalt, Mark W.; Dockery, E. Ray


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